“You don’t just walk into someone’s house and immediately begin moving around the furniture.” Carol Secondary Instructional Coach.

Student-Centered Coaching: The Power of In-the-Moment Coaching Practices

“You don’t just walk into someone’s house and immediately begin moving around the furniture.” Carol Secondary Instructional Coach

How can coaching be student-centered while utilizing the knowledge and expertise of teachers?

Welcome Session 1: Student-Centered Coaching: Identifying Student Learning Needs and Potential Interventions Session 2: Student-Centered Coaching: Identifying Coaching Tensions and Potential Practices Session 3: Student-Centered Coaching: Planning In-The-Moment Practices

Purpose of Coaching Strand
Participants will be able to… Identify characteristics of student-centered coaching. Identify meta-planning teaching practices in order to ameliorate student bottlenecks within NY 9-12 curriculum modules. Identify meta-planning coaching practices in order to support the learning of teachers and adolescents during coaching cycles. Design a coaching cycle to support adolescent learning in NY 9-12 curriculum modules.

Materials in this Strand
9.4. Module Overview “Coaching Heavy/Coaching Light Reprised” (Killion, 2010) “Learning-Focused Consultation” (Lipton & Wellman, 2010) Five Collaborative Transcripts (Classroom Teaching, Debriefing, & Coach Reflections) Coaching Cycle Template

Session 1 Student-Centered Coaching: Identifying Student Learning Needs and Potential Interventions

Session 1: Identifying Student Learning Needs & Potential Interventions
Part 1: Identifying Characteristics of Student-Centered Instructional Coaching Part 2: Identify the Learning Needs Of Ani Rosario’s Students During Module 9.4’s Performance Assessment

Student Centered Coaching
Transparent Coaching Intention Stubborn Use of Meaningful Assessment Data Shifting Coaching Stances Disciplinary Teaching Responsive (Wilder, 2014)

Try This: A Heavy Coaching Intention
Task #1: Read “Heavy Coaching” (Killion, 2010) independently. Annotate the differences between “heavy coaching” and “light coaching.” Discuss the differences with a partner. Time: 15 minutes 10

Try This: A Heavy Coaching Intention
What differences do we see between Coaching Heavy and Coaching Light? When might Coaching Light practices be warranted? To what extent does Coaching Heavy exist in your school context? What are the barriers to Coaching Heavy? Time: 10 minutes 11

Student Centered Coaching: Our Intention Matters
Coaching Light Coaching Heavy Focus on teaching practices identified by teachers. Focus on student learning and the use of specific practices within the school’s or district’s instructional framework, teacher’s performance standards, or aligned with the adopted curriculum Feedback on teaching practices Feedback on the instruction between student engagement in learning, performance, and achievement and teaching Teacher self-assessment based on perceptions or opinions. Data-Driven assessment based on student data Voluntary coaching– only those teachers who request coaching receive it Expectations for all teachers to engage in coaching– all teachers engage in continuous improvement with specific feedback and support from the coach Focus on adapting or refining instructional strategies Focus on transforming practice, examining beliefs and testing assumptions Focus on implementing strategies Focus on deep understanding of the theory and research underlying strategies to ensure executive control Emphasis on feeling supported Emphasis on developing expertise No set of coaching practices define “heavy coaching” and no coaching model is purely heavy. “Identifying coaching light (or heavy) is not easy since the key factor is the coach’s intentions and results” (Killion, 2008, p. 23.)

Student Centered Coaching: Coaching as Negotiation
Carol (Literacy Coach) Sam (6th Grade Teacher) “I know if the text isn’t meaningful the kids won’t be engaged. I also know if they don’t have clarity of where they’re going, they’re not going to read it--especially if he (Sam) doesn’t have a clear purpose for learning. We have to know what they know and what he wants them to know, understand, and be able to do.” “The reading strategy lady calls it flooding them with texts. A lot of people just use textbooks and we need to bring in more supplemental texts which is challenging to do especially if you don’t have a coach. I’m also starting to see them coming together. The predicting. The summarizing. The connecting. I’d like a clear understanding of it before you go in and teach it.” What knowledge did Carol and Sam negotiate? (Wilder, 2014) 13

Part 1: Identifying Characteristics of Student-Centered Instructional Coaching Part 2: Identify The Learning Needs Of Ani Rosario’s Students During Module 9.4’s Performance Assessment

Steps in Planning With an Existing Curriculum
Process the text Analyze the assessment map Identify priorities* Identify bottlenecks and anticipate student needs Plan instructor responses that keep students doing the thinking. * Optional depending on context. 15

“Bottlenecks” Points where the learning of a significant number of students is interrupted (Anderson, 1996). The predictably complex phases of writing can be impediments to developing the desired close reading and argumentative writing skills. Can be seen as cognitive, affective, or motivational “obstacles” (Pace & Middendorf, 1994). Underscores the necessity of ongoing and authentic formative assessment. 16

Analyze the Module 9.4 Learning Demands
Task #2: After reading the Module 9.4 Overview, annotate the Module 9.4 Assessed Learning Standards and the End-of-Unit Performance Assessment. What writing and reading standards are addressed in the 9.4 Performance Assessment? What potential student bottlenecks could occur? What criteria for success might you use to evaluate student understanding in the End of Unit Performance Assessment? In the Intro to Argumentative Writing session, participants only annotated the first 14 lessons. This task asks participants to annotate the entire Module 9.4. Time: 10 minutes 17

Meet Ani Rosario 3rd Year English teacher at Dansville High School
Teaches both 9th grade Honors English and 9th grade Regular English courses Piloted ten lessons of Module 9.4 during April-May Used Lessons: (1, 2, 3, 4, 8, 9, 10,12, 13, 14) leading to Mid-Unit Assessment Had previously taught the Odell Close Reading Unit with these same students Has met with fellow English teaching colleagues (cross district) since September to unpack modules Dansville High School: 575 students, rural, 65% low income 83% of students at/above a “3” on State English Accountability 18

Analyze Student Quick Writes
Task #3: You have been provided with a quick write from each of Ani’s students. Students were asked to identify any existing struggle they encountered in the End of Unit Performance Task. At your table, sort the quick write responses into thematic piles and discuss the following: What bottle necks are mentioned by students? What themes do you see amongst the student responses? What reading and/or writing standards are students self-identifying as challenging? Time: 20 minutes 19

Discussion of Student Quick Writes
What bottle necks are mentioned by students? What reading and/or writing standards are students self-identifying as challenging? What themes do you see amongst the student responses? 20

Self-Identified Student Writing Needs
Ani and Phil’s Analysis of Student Quick Writes 21

Self-Identified Student Writing Needs
Which CCSS writing standards were students struggling with? 22

Are Student Self-Identified Writing Struggles Valid?
Task #4: You have been provided with four drafts of student performance assessments. Using W A-1E, select one student’s work to annotate. At your table, discuss the following: What bottlenecks do you see in each draft? What reading and/or writing standards appear to be challenging? What themes do you see amongst the student drafts? What possible instructional responses might be appropriate? Time: 25 minutes 23

Discussion of Student Drafts
What bottlenecks appeared? What reading and/or writing standards appeared to be most challenging to these students? What possible instructional responses might be appropriate? 24

In-The-Moment Teaching: Possible Instructional Responses
Follow Up With Individual Students Focused Mini-Lessons (5 min or less) Flexibly Grouped Peer Editing Analysis of Sample Student Essay Short Video Discussing Author’s Craft Topic Shared Writing 25

Collaborative Analysis of Student Bottlenecks
Task #5: You have been provided a transcript of the first day’s debriefing between Ani and Phil. Annotate the transcript with the following questions in mind: What bottlenecks does Ani see in the student quick writes and/or student drafts? What bottlenecks does Phil see in the student quick writes and/or student drafts? What “in the moment” instructional responses are discussed? Time: 20 minutes 26

Thursday’s Instructional Responses
Thursday’s Lesson Plan: Explanation of Instructional Responses (5 min-Ani) Turn & Talk Grouping (10 min-Ani) Assigned ½ students based on quick write response “Evidence” Mini-Lesson (5 min-Phil) Individual Writing (25 min-Ani/Phil) Feedback & Closure (5 min-Ani) 27

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You Are Here Session 1: Identifying Characteristics of Student-Centered Instructional Coaching Session 2: Student-Centered Coaching: Identifying Coaching Tensions and Potential Practices Session 3: Student-Centered Coaching: Planning In-The-Moment Practices

Session 2 Student-Centered Coaching: Identifying Coaching Tensions and Potential Practices

Purpose of Coaching Session
Participants will be able to… Identify differences in three coaching stances. Identify potential coaching tensions in a collaboration. Analyze the “in-the-moment” coaching practices used by Phil

Part 1: Identify potential coaching tensions in a collaboration. Part 2: Identify differences in three coaching stances. Part 3: Analyze the “in the moment” coaching practices used by Phil

Student Centered Coaching: Coaching as Negotiating
Every teaching context includes varying beliefs about students, the discipline, pedagogy and norms of practice. Collaborative Context Pedagogy Discipline Students Culture Teaching Context Every collaborative context negotiates knowledge, beliefs, and practice. (Wilder, 2014)

Coaching Tensions Grounded in conflicting beliefs about pedagogy, disciplinary subject matter, students, and culture in the classroom. Influenced by perceptions of how the other person might receive your beliefs and collaborative suggestions. Influenced by the “politics” of the classroom and the school as it pertains to the purpose, role, and expectations for coaching in the building. (Wilder, 2014)

Try This: Identifying Coaching Tensions
Task #1: Read my “Reflective Journal #1” and “Reflective Journal #2” from Wednesday after visiting Ani’s class, debriefing with her, and leaving her school. Annotate the transcript for potential coaching tensions needing to be ameliorated. At your table, discuss the coaching tensions and identify “in-the-moment” coaching practices you might use in this situation. Time: 15 minutes

Day 1 Coaching Tensions What observations did I have about student learning at this point in Module 9.4? What coaching tensions did I identify after the first day? What are possible coaching “in the moment” practices I might employ during class tomorrow? Time: 10 minutes

Transparent Coaching Intention Stubborn Use of Meaningful Assessment Data Shifting Coaching Stances Disciplinary Teaching Responsive (Wilder, 2014)

Coaching Stance From a socio-linguistic perspective, Du’Bois (2007) describes “stance-taking” as a dialogic and evaluative act done by social actors based on objects/values in a sociocultural field. Coaching stances have been described as: Responsive (Borman & Feger, 2006; Costa & Garmston, 2002) Directive (Deussen et al., 2007; Steiner & Kowal, 2007) Balanced within individual collaborative events (Ippolito, 2010) On a continuum ranging from Consulting, Collaborating to Coaching depending on how information emerges and who identifies needs (Lipton & Wellman, 2010)

A Continuum of Learner-Focused Interaction (Lipton & Wellman, 2010)
Growth agents vary three stances to “develop their colleagues’ capacities to reflect upon practice, generate ideas, and increase professional self-awareness” (p. 2). Skillful growth agents adeptly vacillate between stances according to the learning needs of your colleagues. Stances vary according to who provides the information and analysis of needs related to the issue. Trust, Rapport, Commonly Defined Goals, and Clarity of Outcomes are critical to successful leadership capacity (p.1). 42

Try This: A Learner-Focused Consultation
Task #2: Read “A Learner-Focused Consultation” (Lipton & Wellman, 2010) independently. Annotate the differences between “coaching,” “collaborating,” and “consulting.” Discuss the differences with your table partners. Time: 15 minutes 43

Try This: A Learner-Focused Consultation
What differences do we see between the three stances? When might it be appropriate to use each stance? To what extent do you currently use each stance and under what circumstances? What might be potential risks for using one specific stance too often? Time: 10 minutes 44

Coach (Reflective Mirror) The goal is to develop the thinking, problem-solving, and reflection of your colleague by addressing his/her underlying thinking/assumptions. Draws from the work of Cognitive Coaching (Costa & Garmonston, 2002). “It sounds like you are saying…” “How else might you account for…” “What did you notice about…” 45

Collaborate (Equal Participator) The goal is to share in the analysis, problem-solving, decision-making and reflection about the problem/issue. Each person takes turns listening, sharing expertise/experiences, suggesting solutions, questioning, etc. Use of inclusive pronouns (us, we, our, we’re, etc.) “So, I’m wondering if we could…” “Our options appear to be…” “One thing we might want to consider is…” 46

Consult (Provider of Information) The goal is to share vital information about a) policies/procedures, learning and learners, curriculum and content/standards, and b) personal effective practices/habits of mind. The growth agent enters the consulting stance when a colleague asks for expertise/experiences/perspectives and after identifying colleague needs. Focus on the “Why” aligned with how he/she has approached challenges “One thing I tried to remember was to…” “I found myself most focused on…” 47

Coaching to Build Leadership Capacity in Schools (Lambert, 2000)
“Leadership involves opportunities (for all stake-holders) to surface and mediate perceptions, values, beliefs, information, and assumptions through continuing conversations; to inquire about and generate ideas together; to seek to reflect upon and make sense of work in the light of shared beliefs and new information; and to make decisions and create actions that grow out of these understandings” (p. 1). How might discourse with teachers provide these opportunities? 48

Task: As you participate in debriefing each presentation, try to: Begin in a coaching stance with reflective questions for the speaker. Use collaborative sentence starters to acknowledge the expertise of others and to open spaces for shared participation, reflection, and problem-solving. When using a consulting stance, resist the urge to tell others how to solve a problem. 49

Try This: In-The-Moment Coaching Practices
Task #3: You have been provided with a transcript of a fifteen minute portion of Ani’s class on Thursday in which Ani and Phil respond to student writing needs from Wednesday. As you read the transcript, annotate for coaching tensions and practices (4). Time: 15 minutes 51

In-The-Moment Coaching Practices
What student learning needs were apparent? What instructional interventions did Ani and Phil put in place? What coaching tensions did you notice? What coaching practices did you observe? What coaching “stances” did Phil use during class? What might be potential risks for the coaching practices? Time: 15 minutes 52

Coaching Practice: Student Intervention
Coaching Tension: Some students are still unclear of their argument. Coaching Practice: Individual Student Conferences What might this look like in class? What are potential “potholes” involving students? What are potential “potholes” involving Ani? What are “in-the-moment” coaching practices which may address these potholes? Time: 10 minutes 53

What “in-the-moment” teaching practices might support individual student conferences? How else could Phil and Ani have responded to the writing needs of individual students? What class structures are required? What is this revealing about student literacy? What is this revealing about teaching that supports student literacy? 54

Coaching Practice: Interjecting in Class Discourse
Coaching Tension: Some students are still unclear of their argument. Coaching Practice: Interjecting in Class Discourse When might this be appropriate in class? What are potential “potholes” involving students? What are potential “potholes” involving Ani? What are “in-the-moment” coaching practices which may address these potholes? Time: 10 minutes 55

What “in-the-moment” teaching practices might support class discourse? What class structures are required? What is this revealing about student literacy? What is this revealing about teaching that supports student literacy? 56

Coaching Practice: Modeling a Mini-Lesson
Coaching Tension: Some students are still unclear of their argument. Coaching Practice: Modeling a Mini-Lesson When might this be appropriate in class? What are potential “potholes” involving students? What are potential “potholes” involving Ani? What are “in-the-moment” coaching practices which may address these potholes? Time: 10 minutes 57

What “in-the-moment” teaching practices might support mini-lessons? How else could Phil and/or Ani have used a mini-lesson? What class structures are required? What is this revealing about student literacy? What is this revealing about teaching that supports student literacy? 58

Student-Centered Coaching: Four Big Ideas
Clarify student learning outcomes through the stubborn use of student data. Be transparent about a heavy coaching intention and respect teacher expertise. Begin with a “coaching” stance and only move towards consulting when the teacher directs. Partner with the teacher in order to respond to in-the-moment student learning needs. 59

You Are Here Session 1: Identifying Characteristics of Student-Centered Instructional Coaching Session 2: Student-Centered Coaching: Identifying Coaching Tensions and Potential Practices Session 3: Student-Centered Coaching: Planning In-The-Moment Practices

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Session 3: Student-Centered Coaching: Planning In-The-Moment Practices

Purpose of Coaching Session
Participants will be able to… Identify coaching tensions within an existing teacher collaboration. Identify stages in a inquiry-based coaching cycle. Design coaching practices to develop teacher ability to provide responsive writing instruction.

Part 1: Identify coaching tensions within an existing teacher collaboration. Part 2: Identify stages in a inquiry-based coaching cycle Part 3: Design coaching practices to develop teacher ability to provide responsive writing instruction.

Coaching Tensions Grounded in conflicting beliefs about pedagogy, disciplinary subject matter, students, and culture in the classroom. Influenced by perceptions of how the other person might receive your beliefs and collaborative suggestions. Influenced by the “politics” of the classroom and the school as it pertains to the purpose, role, and expectations for coaching in the building. (Wilder, 2014)

Try This: Reflecting on a Recent Collaboration
Task #1: Using the Coaching Cycle Planning Tool, take 5 minutes to record notes about a recent collaboration with a group of teachers. When each member has finished writing, use the following discussion protocol for each of you to discuss a recent collaboration: Sharing: A “Spotlight Coach” shares about his/her collaboration while others record questions to ask. Asking: Group members take turns sharing their “tough” questions about the collaboration, knowledge, and/or coaching practice. The “Spotlight Coach” records all questions. Responding: The “Spotlight Coach” responds to any questions. Time: 40 minutes 68

Part 1: Identify coaching tensions within an existing teacher collaboration. Part 2: Identify stages in a inquiry-based coaching cycle Part 3: Design coaching practices to develop teacher ability to provide responsive writing instruction.

Student-Centered Coaching Cycle: Stages
Investigate: What do we know and other resources say about the topic? Create: What will this look like in practice? Do: How should we implement and assess the impact on student learning? Ask: What do our students know and need to know? Coaching Cycle 70

Student Centered Coaching Cycle: Events
Investigate: Planning Session Discussing Available Resources Create: Planning Session Designing Instruction Do: In-Class Teaching and Formative Assessment Ask: Planning Session Looking at Student Data Coaching Practices 71

How could these elements influence coaching with teachers in module 9.4? Student-Centered Coaching A Transparent Coaching Intention A Stubborn Focus on Meaningful Assessment Data Shifting Coaching Stances Responsive Disciplinary Teaching (Wilder, 2014)

Part 1: Identify coaching tensions within an existing teacher collaboration. Part 2: Identify stages in a inquiry-based coaching cycle. Part 3: Design coaching practices to develop teacher ability to provide responsive writing instruction.

Designing A Student-Centered Coaching Cycle
Task #2: With a partner, use the Coaching Cycle Planning Tool to map out a collaborative plan for helping teachers bridge student bottlenecks in either Module 9.2, Module 10.2, or another previously identified unit of study with English teachers for the school year. Ask: What are student bottlenecks in the identified Module? Investigate: What resources should be considered? Create: How could you modify upcoming Module lessons based on student needs? What instructional interventions/structures should be put in place? Do: What could you do and use to document student learning in the lesson? How will this be analyzed with the teacher(s)? Time: 20 minutes 74

Designing A Student-Centered Coaching Cycle
Task #3: Read through the sample coaching cycle plan. Annotate the “coaching” and “consulting” stances seen in the plan. Be ready to discuss the following questions: What do you notice about the way Phil has initiated the collaboration? What do you notice about his decisions during the “Ask” stage? What do you notice about his decisions during the “Investigate” stage? What do you notice about his decisions during the “Create” stage? What do you notice about his decisions during the “Do” stage? 75

Eyes on Students Protocol
Eyes on Students Protocol provides a student-centered method of collecting formative assessment data and supporting student-centered collaborative discussions. 76

Questions or Further Discussion
Twitter: phillipmwilder

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“You don’t just walk into someone’s house and immediately begin moving around the furniture.” Carol Secondary Instructional Coach.

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“You don’t just walk into someone’s house and immediately begin moving around the furniture.” Carol Secondary Instructional Coach.

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